Writing 1 Class Notes -- Week 1 (August 27)

Greetings!

We had a great first class for our 2015 school year!  This is a great group of students, and I'm looking forward to this year.

This first week of classes is about taking care of the business regarding how the class is run.  I handed out a lot of papers, which you will find attached to this e-mail, inserted into the blog and on Dropbox.  As I told the students, they have multiple ways to find assignments and handouts should they be missing any.

We began the class with a Quick Write, which we will do every week.  The purpose of the Quick Write is to get the students in a writing mood.  Most of these are light-hearted; often they are connected to a current even or something that happened on that day in history.  Today's Quick Write was to write about what they did NOT do over summer vacation.

Another key beginning-of-class activity is our Word of the Day.  This semester, we will be selecting words from my book of foreign words and phrases. Some of the words and phrases in the book are familiar, but the students will probably not be acquainted with many of them.  My goal is to expand their vocabularies and to pique their interests regarding words.  

For today, I chose the word:

aptronym -- a person's name that is peculiarly appropriate to his/her occupation or character traits.  e.g. Dr. Driller is a dentist; Felicity Foote is a dancer; Mr. Updegrave owns a funeral home.  I asked the students to try to think of a name that might fit them.

Because we will be doing a lot of large and small group discussions, it is important that we get to know one another.  I had the students participate in a short activity:  in groups of 2 or 3, they were to find 3 similarities and 3 differences and then share these with the class. 

After these beginning exercises, we got down to business with all of the handouts.  We went over, at length, my Classroom Policies for this class that included conduct, communication, and grading.  I especially talked about electronics and cell phone use in class.  More and more students have smart phones, and some find it difficult to keep them stowed away during class.  This year, if I suspect a student is using his/her phone, I will ask and then confiscate the phone if needed.  Parents will get an e-mail if this happens.  The students were in agreement with me, and I don't anticipate this being a problem with this class.

The rest of the handouts for today include: Writing 1 Syllabus, Animal Farm Introduction, Animal Farm Study Guide, Animal Farm Vocabulary Worksheet, Pre-Writing Exercises, Drafting the Essay, Descriptive Essay, Essay Rubric, Grammar:  Week 1 & 2, Animal Farm:  What Makes a Good Leader?

I gave a brief introduction to our literature selection, George Orwell's Animal Farm.  For next week, they are to read the Introduction handout and to write a short response to the question, "What Makes a Good Leader?"  On the handout, they can ignore the second set of writing assignments.

I also assigned them their first essay, a Descriptive Essay.  The handout explains that this essay is to choose a place or situation, observe carefully, and describe it using the 5 senses:  sight, hearing, touch, taste, and smell.  The rough draft for this is due next week.

Assignments for Next Week:

-- Read the Classroom Policies and have parents read and initial.

-- Read the Introduction handout for Animal Farm

-- Respond to the question, "What makes a good leader?"

-- Write the rough draft of the Descriptive Essay

Links for this week:

(Note:  Most of these links are to the blog and are copies of the handouts for the week's class and discussions.  Occasionally I will include links to other helpful or interesting web resources.)

Class Notes

Writing 1 Syllabus

Animal Farm Introduction

Animal Farm Study Guide

Animal Farm Vocabulary Worksheet

Pre-Writing Exercises

Drafting the Essay

Descriptive Essay 

Essay Rubric

Grammar:  Week 1 & 2

Animal Farm:  What Makes a Good Leader?

Have a great week!

Mrs. Prichard

What Makes a Good Leader?

Animal Farm

Short Writing Exercises

Before Reading Animal Farm

Write a short response to the following question:

·         What makes a good leader?

o   Discuss character qualities and abilities that a good leader in any situation should have. Give specific examples.  How might you distinguish a good leader from a bad leader? (1-3 paragraphs; 75 – 300 words)

Choose one of the following:

·         When should a government be overthrown? (1 paragraph; 100 – 150 words)

·         Write definitions for satire, allegory, and irony.

Grammar: Weeks 1 & 2 (Parts of Speech)

WEEKS 1 & 2 – Introduction to the Parts of Speech

PARTS OF SPEECH

Parts of speech are the basic types of words that English has. Every word in the English language falls into one of these categories.  Most grammar books say that there are eight parts of speech: nouns, verbs, adjectives, adverbs, pronouns, conjunctions, prepositions and interjections. Some grammar books add another, articles, as a part of speech.  For this class, articles will be included with the adjectives. 

It is important to be able to recognize and identify the different types of words in English so that you can understand grammar explanations and use the right word form in the right place.

A fun and easy way to remember the parts of speech is with the mnemonic, the name “IVAN CAPP.”

I = interjection V = verb A = adjective N = noun C = conjunction A = adverb P = Preposition P = Pronoun

NOUN

Nouns are words, phrases or clauses that name a person, place, thing, idea, or quality.

Categories for nouns: 

– Common

– Proper

– Compound

– Collective

– As adverbs

– Concrete

– Abstract

– Countable

– Non-countable

– Verbal nouns (gerunds)

A noun can be used in a sentence as

– Subject

– Direct object

– Indirect object

– Object of a preposition

– Predicate Noun

PRONOUNS

A pronoun is a word used in place of a noun.  An antecedent is a word or group of words to which a pronoun refers.  If the antecedent is singular, the pronoun must be singular.  If the antecedent is plural, then the pronoun must be plural.

Various types of pronouns

–   Personal

o    Subjective case

o    Objective case

o    Possessive case

–   Reflexive or intensive

–   Demonstrative

–   Relative

–   Interrogative

–   Extended

–   Indefinite

ADJECTIVE

Adjective:  An adjective is a word, phrase, or clause that modifies (changes, limits, describes, transforms, qualifies) a noun or pronoun.

–   Adjectives answer the following questions:  Which one? What kind of? and How many?

–   Adjectives may be placed before the noun, after the noun, or after a state of being or linking verb.

VERB

Verb:  A verb is a word used to describe an action, state, or occurrence, and forming the main part of the predicate of a sentence.

Categories for Verbs:

–   Action

–   State of being

–   Linking

Verbs have voice

–   Active:  the action of the verb is performed by the subject of the sentence.

–   Passive:  the action of the verb is performed upon the subject of the sentence.

Agreement in number

–   Singular subjects and singular verbs; plural subjects and plural verbs

All sentences have verbs

–   Imperative sentences may appear to be missing the subject, but it is an understood “you.”

All verbs have 4 principle parts: 

1) present stem;

2) past tense

3) past participle

4) present participle.  eg.  look, looked, looked. looking.

ADVERB

Adverb:  An adverb is a word, phrase, or clause that modifies (changes, limits, describes, transforms, qualifies) a verb, an adjective, or another adverb.

–   Adverbs answer the following questions:  How? When? Where? To what extent? How much?  How often?

–   Placement:  Adverbs of one word almost always come before the word modified.  Clauses and phrases should be placed as closely as possible to the verb is modifies.

–   Formation:  Adverbs can be formed by adding “-ly” to an adjective.  (e.g.  correctly, happily, sparingly)  Another way to form an adverb is to place an adjective in the following formula:  “in a _________ manner.”

PREPOSITION

Preposition:  A preposition is a word that links a noun or pronoun with some other  word or words (usually nouns or pronouns) in a sentence.

–   A preposition always comes before the noun (object of the preposition)

–   Prepositional phrases can be adjectival or adverbial.

CONJUNCTION

Conjunction:  A conjunction is a word or words used to join other words, phrases, or clauses.

–   Coordinating conjunctions:  for, and, nor, but, or, yet, so (“FANBOYS”)

–   Correlative conjunctions:  either … or; neither … nor; not only … but also; both … and; etc.

–   Adverbial conjunctions:  although, if, because, since (these join subordinate clauses)

–   Generally, conjunctions appear within the sentence.  On rare occasions, a conjunction may begin a sentence or paragraph.

INTERJECTION

Interjection:  An interjection is a word or group of words expressing emotion or feeling, however slight.  Also, this part of speech doesn’t fit into any of the other categories of the parts of speech.

Examples:             Well, I don’t think so.

                                Marvelous! You have done an incredible job.

                                Oh no.  This is terrible.

Essay Rubric for Writing 1

Criterion	Beginning  (2 – 0)	Developing (5 – 3)	Competent (8– 6)	Advanced (10 - 9)
Focus:  Thesis, Introduction, Conclusion	Specific topic is unclear and no statement of an opinion or a stand. No introduction. No conclusion.	Thesis statement expresses the topic but not an opinion or a stand. Weak introduction that states the topic but is missing a clear thesis. The focus of the paper is unclear. Conclusion does not fully summarize the main points nor restates the thesis statement.	Thesis statement includes the topic and expresses a stand or opinion. Introduction states topic and thesis and gives direction to the paper. Conclusion reiterates main points and restates the thesis statement.	Clearly-stated, thoughtful & compelling thesis statement. Strong introduction with a thesis statement that grabs attention and directs the course of the essay. Strong conclusion that summarizes the main points and restates the thesis statement.  Satisfactorily wraps up the essay.
Content	No major points to support the thesis are included.  Few details have been used. Ideas are disconnected.	Some of the major points are covered. Some specific details are included. Lacks sufficient material to fully support thesis.	All major points are covered. Appropriate details are included with each point.	All major points are thoroughly and insightfully discussed. All points are fully supported with strong details.
Organization	Ideas are arranged randomly.  There may be no division of paragraphs.	Like ideas are grouped together, and paragraphs are present, but ideas within may not be organized logically.  Transitions may be lacking.	An apparent progression of ideas that allows the reader to move through the text without confusion. Sentences with paragraphs are organized and flow smoothly	Expresses a clear, logical sequence of ideas within paragraphs and throughout the paper. Sentences within paragraphs flow smoothly with good use of transitions.
Mechanics	Frequent errors, seriously impairs flow & meaning of paper	Errors noticeable, and occasionally detract from flow or meaning of paper	Some errors, which are minor in nature and don’t detract from overall meaning of paper	Essentially faultless; errors may result from risk-taking and do not detract from meaning of paper.

Total Score – 40 possible points

Descriptive Essay

Definition

In a Descriptive Essay, the writer paints a word picture of a person, place, object, or event that appeals to one or more of the five senses (smell, taste, hearing, touch, and sight).  In this kind of essay, the writer works to give a clear representation of the object of his close observation and makes it clear why the subject is important.

Organization of an Observation Essay

Descriptions can be organized spatially (left to right, top to bottom); chronologically (in time order); or in order of importance (the thing that strikes you firs or that is dominant about what you are describing).

Thesis Statements

The thesis statement generally presents the subject of the description and/or establishes the tone or mood of the description.  It controls what details you will include.  It states why the subject is important.

Tips on Writing

– Have a purpose in mind for the description of your observation.  Are you trying to be objective, or are you trying to convey an attitude, opinion, or mood?

– If you are describing a person, try to help the reader see the person and his or her character by describing appearance, dress, mannerisms, actions, and/or speech.  Descriptive details can be used to suggest personality or character.

– If you are describing a place, scene or activity, you will need to select a physical perspective or viewpoint on the subject and stick to it.  Your perspective might be from a particular position, time, season, etc.

– If you are describing an object, try to help the reader see the object and its meaning to you.  Rely on the five senses to evoke the physical appearance and emotional association of the object.

– Do you have an emotional perspective of attitude toward your subject?  Keep it in mind as you select the words to describe the details.

Pitfalls

– Avoid disorganized descriptions.  If your description is haphazard, you will confuse your reader.

– Avoid inconsistent descriptions.  Don’t mix positive and negative perspectives; also don’t mix descriptions for varying viewpoints.

– Avoid generalizations and abstractions.  You want to recreate a specific person, place or event for your readers.  Give specific information.

Essay Guidelines

– Due dates:  Rough Draft due September 3; Final Draft due September 17

– Essay length:  at least 300 words (about 1 page)

– Rough drafts can be typed or hand-written, but must be double-spaced.

– Final draft format:

– Typed (if this is not possible, please let me know)

– 1 inch margins

– Name and date on the upper right hand corner

– Number the pages on the lower right hand corner

– Title centered above the text of the essay

DRAFTING THE ESSAY

Writing a Thesis

– A thesis statement expresses a main idea that can be developed with stated reasons.  This statement is usually an opinion, feeling attitude, belief, or point of view about the topic.  It should not be a statement of fact that needs no development.

– The thesis must create an adequate focus for the paper.  If the main idea is too broad, it cannot be adequately developed on one paper; if it is too narrow, an entire paper is not needed to develop it.

– The thesis can be the first sentence of the introduction, or can be placed anywhere in the introductory paragraph.

What kind of information to include?

– Include information that proves, illustrates, explains, or defines the thesis.

– Support your thesis and give specific information and concrete details that include examples, facts, statistics, and other concrete information.

– The specific details should relate directly to the main idea.  Supporting sentences often explain how the specific detail proves the thesis statement.

– Supporting sentences should express unity.  Every sentence should support the thesis.

Building Strong Sentences

– Plan your sentences using a map or outline

– Put your sentences in a logical order.  Sentences that have a logical connection and consistency illustrate cohesion.

– Two tools that help make sentences coherent are transitions and repeated key words.  These help clarify the relationship between ideas.

Organizing Supporting Sentences

– The most logical ways to organize supporting statements are

            Time relation (present to past OR past to present)

            Space relation (near to far OR far to near; circular; height positions)

            Order of importance (often the strongest supporting sentences come first and last)

Writing the Introduction

– Because the introduction establishes the reader’s attitude toward the topic and toward the writer, it is the most important part of the essay.

– The introduction should

            Get the reader interested in the topic (attention-getter)

            Provide background information about the topic (factual material)

            State the thesis of the essay (main idea)

– Attention-Getter and Background Information         

Some essays start gradually by getting the reader ready for the thesis.  Background information gets the reader in the mood for the rest of the essay.

– Strategies for attention-getting and background information:

A good story or anecdote

History, facts, or initial information

An appropriate quotation

A problem the reader should know about concerning the topic

A question that limits your topic

A statement that popular ideas about your topic are wrong

A reference to something historical, something in the news, a current event, or a literary work

A strong opinion.

– Appeal to Audience:  address the audience of the essay. 

– Length and Placement:  how much background information to provide depends upon the length of the essay and the strategy the writer uses to get the reader prepared for the thesis.

– Thesis or Thesis statement:  This sentence should be in the introduction in order to create a focus for the essay.

Body Paragraphs

– Each paragraph in the body of the essay develops one main point that supports the thesis.

– The body paragraphs usually follow the traditional paragraph pattern of topic sentence, supporting sentences, and conclusion.  Not every paragraph necessarily has a stated topic sentence, but every paragraph has a main idea.

– Effective body paragraphs use transitions within and between paragraphs to create coherence.

Order of Body Paragraphs

– You can organize your paragraphs in a number of ways; the important consideration is to make the order clear and logical to the reader.

– Possible presentations:

            Chronological order

            Order of importance

            Combination of plans

Conclusion

– The conclusion is the final paragraph.  If the essay is very long, the conclusion might be more than one paragraph, but usually have only one paragraph.

– Strategies for concluding:

– Refer back to the story, problem, question, or quote that began the introduction

– Emphasize the important point.  Remind the reader of the thesis of the essay and how its major details are developed.

– Avoid beginning the conclusion with “in conclusion” or “finally” or “to summarize.”  This is obvious to the reader.

– Do not repeat the thesis statement word for word and list the major details explained in the introduction.

– Avoid beginning a new argument in the conclusion.

Pre-Writing Exercises

Getting Started

·         Think right:  believe in yourself and ability to learn; keep trying and learn from mistakes

·         Get organized

–  Use a notebook:  keep track of handouts and assignments

–  Take notes:  notes help you to retain important information and stay focused; write down whatever your teacher writes on the board and specific information about assignments.

–  Schedule study time:  don’t leave assignments to the last minute; schedule regular time

–  Use good resources:  teachers, books, on-line sources, classmates

           

First Steps to Writing

·         Understanding the assignment

–  Make sure you are clear on requirements:

Due Date

Length

Format of paper

Topic restrictions

·         Narrowing the topic

–  Find an area of the topic that you can write about

–  Narrowing tree to divide a general topic or subject into more specific parts until you find a specific topic of interest

–  Brainstorming by thinking of the aspects of the topic or of specific examples and writing down all the ideas that come to mind (can be done in a group)

·         Determining the writing context

–  Purpose:  why are you writing, what your goals are, and what you hope to accomplish; what to include and what to leave out; most writing is to inform, to persuade, or to entertain.

–  Audience:  tailor your statements to the person or group to whom you are speaking; keep in mind your audience’s interests, concerns, values, educational backgrounds, and attitudes.

–  Tone:  the writer’s attitude toward the subject or audience; can range from serious, sarcastic, angry, humorous, condescending, insensitive, compassionate, etc.

·         Formulating a main idea:  think about the direction you might be heading in or what you might write about; stating a tentative main idea will help you generate ideas about your narrowed topic more effectively.

Generating Supporting Ideas

·         Brainstorming:  write down everything you think of regarding this topic; be aware of all the senses; can be done in phrases; can be done individually or in a group

·         Freewriting:  start writing sentences and paragraphs; write everything that comes to mind

·         Listing:  visualize and write what comes to mind;

·         Clustering/ Mind map:  cluster related ideas together; group or organize ideas

·         Dividing:  break the topic into its components; use journalistic questions (who, what, where, when, why how)

Organizing Ideas

·         State the main idea:  narrow your topic into a thesis statement; sometimes this will need to be revised as you gather materials

·         Map your topic:  Use the a table similar to the one below the develop your ideas

Supporting Ideas	Specific Details	Relation to Thesis

·         Outline:  use the formal outline structure to help organize topics of support and subtopics.  The outline below is an example of style.

I.  Introduction

            A.  Specifics

            B.  Specifics 

II.  Suppporting idea #1

            A.  Specifics

            B.  Specifics

                        1.  Details

                        2.  More details

III.  Supporting idea #2

            A.  Specifics

                        1.  Details

                        2.  More details

            B.  Specifics

IV.  Conclusion